Associate Professor, Mathematics Education
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Clinical Professor of Education
Associate Professor, Science Education
Assistant Professor of Educational Leadership and Policy Studies
Thu Sương Thị Nguyễnis an assistant professor of Educational Leadership and Policy Studies at the Indiana University School of Education at Indianapolis. A native of San Antonio Texas and the daughter of Vietnamese refugees, Dr. Nguyễn'sscholarly interests include spatial and cultural (re)production, vulnerable populations and practices of place-making in and around school settings, and the treatment of difference. Her current work centers on the intersections of diaspora, placemaking, and school governance. She has published in Educational Policy, Educational Management, Administration & Leadership, International Journal of Leadership in Education, and the International Journal of Urban Education Leadership.
Professor of Urban Education
Lori Patton Davis, Ph.D. is a higher education scholar whose research agenda focuses on African Americans in postsecondary contexts, Critical Race Theory applied to higher education, college student development theory and the influence of campus environments on student experiences. Patton Davis is perhaps the most well-known researcher and scholar in the area of culture centers. She wrote the first dissertation focusing on culture centers, "From Protest to Progress: An Examination of the Relevance, Relationships and Roles of Black Culture Centers (BCCs)." Moreover, she is the editor of the recently released book, , which highlights various types of racial/ethnic specific culture centers in higher education, their continued relevance, and implications for their existence in relation to student retention and success. Patton Davis regularly serves as a consultant and national speaker on culture centers given her knowledge and expertise in this particular area. Her most recent research examines issues of intersectionality in the experiences of African American lesbian, gay, and bisexual students attending historically black colleges and universities and those who belong to black Greek-letter organizations. Patton Davis is also engaged in critical scholarship on the experiences of black undergraduate women in higher education. She is the editor of the forthcoming book, Professor Patton Davis' larger body of work has been published in , , , , , and several other well-respected journals, edited books and monographs, and professional magazines. In addition to the edited volume on culture centers, she is also an author of the 2nd edition of and the forthcoming 3rd edition of the . Patton Davis is affiliated with and highly involved in numerous professional associations in higher education and student affairs including the Association for the Study of Higher Education, American Educational Research Association, and the American College Personnel Association. She has presented over 80 research papers, workshops, symposia and keynote addresses inter/nationally. Patton Davis has been recognized by the American College Personnel Association (2005 Emerging Scholar Award, 2005 Annuit Coeptis Award) and the Association for the Study of Higher Education (2010 Early Career Award, 2008 Mildred E. Garcia Award for Exemplary Scholarship).
Assistant Professor of Technology, Innovation and Pedagogy in Urban Education
Professor, Special Education
Assistant Professor of Special Education
Professor, Urban Education Studies
Coordinator, Urban Education Studies Doctoral Program
My dedication is to support the creation of schools that deliver high quality success to all student groups, especially those groups that have historically not been well served by public schooling, like African American students, Latino students, students from low income families, student from families that do not speak English at home, students from other cultures, students with disabilities, girls in math and science, lesbian/gay/bi/transgender students, or any other group not receiving the benefits of a high quality education. I am especially focused on this in urban areas where the majority of children of color live and go to school. I am also dedicated to framing urban areas in terms of their strengths and assets while critiquing the inequalities and addressing the challenges. I consider the so-called achievement gaps to be mainly a function of the way schools and urban centers work rather than a function of those student groups on the lower side of such gaps or their parents and communities. At present our urban schools come nowhere close to working well for the historically marginalized students so we need to envision and create learning environments that do work well for all students and all student groups. To accomplish this, we need to not be defensive or to avoid difficult issues or claim there is only one right way to go forward, while at the same time treating all people with respect, appreciation, and care.